Effect of Project-Based Learning in Learners’ Nutrition Knowledge in Secondary Schools in Central Uganda

This study aimed to improve nutrition knowledge among secondary school students in Uganda using project-based learning (PBL). Using an embedded mixed methods design with convergent parallel mixed methods nested within Solomon’s four-group, quasi-experimental design, the study showed that PBL implemented following the PBLWorks model significantly increases learners’ nutrition knowledge. Compared to the control group, PBL increased the diversity of foods on meal plans, frequency of planned consumption of vitamin A-rich foods and Haem iron-rich foods, NCD protect scores, and food consumption scores. The study focused on the Nutrition and Food Technology (NFT) subject taught in secondary schools to promote healthy eating and lifestyle choices.